Operating on the premise that the public schools are the major purveyors of American traditions and cultures and therefore that racial prejudice and discrimination should be addressed through the educational system, this study examines the operation of various ethnic and black studies programs and their impact on racial attitudes. The major purpose of the study was to collect data and information in order to propose new strategies and more relevant content and approaches for inservice at schools, and to evaluate the impact and effectiveness of such programs. A review of curriculum guides developed by school districts that followed one of the two philosophies operative in the black studies field, separate courses versus curricular revision, was followed by a survey of three elementary school African heritage classes in a predominantly black school district in Harlem. At the secondary level a survey of 25 school districts throughout the country with Afro-American studies programs was made, and eight representative case studies were isolated and presented in detail. The curriculum guides from 16 school districts were analyzed in depth. The problems of assigning black teachers to counsel black students in predominantly white schools is discussed. (Author/JM)